salesian college sunbury report... · salesian college sunbury 2014 2014 annual report to the...

2014 ANNUAL REPORT

to the School Community

Salesian College

Sunbury

REGISTERED SCHOOL NUMBER: 1299

Contents

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Salesian College Sunbury 2014

2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 1

Contact Details ................................................................................................................................................... 2

Minimum Standards Attestation ........................................................................................................................ 2

Our College Vision .............................................................................................................................................. 3

College Overview ................................................................................................................................................ 4

History ............................................................................................................................................................... 4

Present .............................................................................................................................................................. 4

Future ................................................................................................................................................................ 5

Principal’s Report ............................................................................................................................................... 6

Learning & Teaching ..........................................................................................................................................10

Student Wellbeing .............................................................................................................................................14

Leadership & Management ...............................................................................................................................17

College Community ...........................................................................................................................................20

Financial Performance .......................................................................................................................................22

VRQA Compliance Data .............................................................................................................................23



Contact Details

Minimum Standards Attestation

I, Mark Brockhus attest that Salesian College Sunbury is compliant with:

All of the requirements for the minimum standards and other requirements for the

registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and

the Education and Training Reform Regulations 2007 (Vic), except where the school has

been granted an exemption from any of these requirements by the VRQA

Australian Government accountability requirements related to the 2014 school year under

the Schools Assistance Act 2008 (Cth) and the Schools Assistance Regulations 2009 (Cth)

23 May 2015

ADDRESS Macedon Street, Sunbury, Victoria 3429

PRINCIPAL Mr Mark Brockhus

PARISH PRIESTS Fr Kevin McIntosh (Sunbury) & Fr Gerard Spillane (Gisborne)

SCHOOL BOARD CHAIR Fr Phillip Gleeson

TELEPHONE (03) 9744 0000

EMAIL [email protected]

WEBSITE www.scr.vic.edu.au



Our College Vision

Salesian College is an inclusive and welcoming Catholic Faith Community in the spirit of St John

Bosco. Here at ‘Rupertswood’ we take pride in our unique heritage and environment. We value

engagement and excellence in learning for a life committed to making a difference in our world.

We are welcoming COMMUNITY that fosters an atmosphere of joy and optimism.

We strive for engagement in LEARNING for which we are collectively responsible.

We promote the pursuit of EXCELLENCE in all aspects of life.

We are inspired by our FAITH to serve others and develop as resilient, thoughtful and caring

citizens of the world.

“A Faith Community committed to Excellence in Learning”



College Overview

History

Salesian College ‘Rupertswood’ is the oldest Salesian educational foundation in Australia, having become a registered Victorian school in 1929. In the early 1990s, it was transformed from a secondary boarding and day school for boys to a modern Years 7-12 co-educational college for children from Sunbury and the surrounding area. It takes its name, ‘Rupertswood’, from the spacious grounds which include the superb Victorian mansion built by Sir William Clarke and named for his son, Rupert, in 1874.

Present

The College is set in the magnificent and historically significant grounds of the Rupertswood estate, allowing our students to enjoy many educational and sporting resources within this beautiful and peaceful context. The curriculum offers a balanced and challenging study of all Key Learning Areas in Years 7 and 8 [Savio Campus], an integrated learning program with a focus on Agriculture at Year 9 [Mazarello Campus] and the opportunity for students to study a wide range of courses and pathways in Years 10 to 12 [Bosco Campus]. We aim to engender in all of our students a passion for life-long learning and a deep understanding of the importance of education in their lives.

The school aims to educate students to contribute to a society based on Christian principles. Following the educational style of St John of Bosco, reason, religion and loving kindness form the basis of the school's educational philosophy.



Future

Salesian College intends to remain a Christ-centred community with a comprehensive Religious Education program, where Catholic values underpin all our educational and pastoral activities. These will continue to be shared and nurtured through a range of opportunities for liturgy, prayer and celebration in the College. It is acknowledged in Learning and Teaching that student outcomes, while creditable, can be higher; in order to achieve this, all aspects of student engagement, supported by quality teaching and raised expectations, will continue to be an improvement focus over the next year. In the sphere of Student Wellbeing, the College will continue to implement a concerted effort to link curriculum and pastoral care such that students feel connected to the school, thus contributing to their wellbeing. The development of the whole person is fundamental to the work of all staff. The College Leadership Team is committed to its professional responsibility with regard to leadership and management of the college. In maintaining the College as an effective learning community, the staff are committed to providing as broad an education as possible. It will not lose sight of the importance of sound student outcomes in all fields of study and it will achieve this in the context of engaging the passions and interests of young women and men in their learning. The College aims to continue to successfully build school community, the strongest evidence of which is the excellent daily relationships between students, staff and students, staff and parents, and the school and the wider community. Into the future, the College wishes to broaden its community involvement and to increase its ability to communicate with its community.



Principal’s Report

The strong Catholic and Salesian ethos of Salesian College Sunbury is manifest through outward signs and symbols, prayer and liturgy, and relationships both within the school and between the school and the community, based on the models of Jesus Christ and St John Bosco. The ‘Rupertswood’ environment is attractive and conducive to learning, with staff and students evincing great pride in its history and tradition, while at the same time introducing new state of the art facilities. This year has signalled an exciting period of innovation and growth with a view to promoting the College’s Vision of “A Faith Community committed to Excellence in Learning”. Salesian offers a good range of learning pathways that recognises the needs of all its students. A renewed emphasis on Learning and Teaching as the core business of the College has continued throughout 2014. The College recognises that a more contemporary approach to learning and teaching, particularly through the use of ICT and differentiated learning, will engage more students and help strengthen results. A wide range of data is being collected, with the intent to use it to plan for the personalising of teaching to meet particular needs. Accompanied by improvements to classroom resources, the College is reinforcing its credentials as a 21st Century learning community. The College’s House-based vertical pastoral care system remains a strength, providing the scaffold for a happy, healthy and safe environment for its students. Student safety and wellbeing is rated high in all survey data, although a concerted effort continues to nurture a shared understanding of what constitutes student wellbeing and how student wellbeing underpins learning outcomes. Continued whole staff professional development aims to enhance the knowledge and skills of staff to be true to the College’s Vision and to respond to the needs of students, in particular in understanding student motivation, learning confidence and desire for a voice in their learning and in College life in general. The College successfully builds school community, the strongest evidence of which are the excellent daily relationships between students, staff and students, staff and parents, and the school and the wider community. Salesian College is an outward facing school, as evidenced by participation in the local community through sporting and service activities. In recent times, stronger links have been forged with this community, including the local parishes and parish schools. In summary, the following have been identified as significant College achievements in 2014:

School population reaches its highest ever level [1140] due to ongoing strong enrolments into Year 7 and retention at Years 10-12.

Significant improvement in SIF Survey results for Community Engagement

Continuation of a staff lead School Improvement Team to lead the College Improvement Plan.

Implementation of a Learning & Teaching Change2 Action Team to work on specific areas of improvement as identified by staff, students and parents

The introduction of a new Campus Structure for pastoral groupings, Years 7-8, 9 and 10-12.

Introduction of a new Year 9 curriculum and learning space [the Mazarello Campus]

The appointment of Sr Rochelle Lamb FMA to complement our Ministry Team

Introduction of new leadership roles to support new Campus structure

Increasing enrolment and support for students with specific learning needs

Review of all ICT Programs, and the engagement of a new ICT service provider [StepFWD IT]

Appointment of a Digital Learning Leader to link ICT resources with classroom practice

Appointment of a College Nurse to strengthen the Wellbeing Resource Team

Continuation of independent Study Skills sessions for senior students

Continuation of goal-setting interviews with parents and students in Years 7-12 to encourage and support them in their learning journeys

Ongoing productive relationship with our local Catholic Primary Schools in Sunbury & Gisborne.

Acquisition of the Rupertswood Mansion for use as the College’s Administrative Hub

Appointment of an Agricultural Programs Co-ordinator to lead the re-introduction of Agricultural Learning Programs across Years 7-12

Appointment of a Communications Manager to lead Alumni Relations, Marketing & Community Engagement [Twilight School]

Mark Brockhus Principal



Education in Faith

Goals & Intended Outcomes

Goal:

To continue to strengthen the Catholic culture of the College for all its members.

Intended Outcomes:

That understanding and appreciation of being a member of a Catholic Salesian school

community is deepened for staff, students and parents.

Achievements

Publication of a Liturgical Calendar.

Professional Learning Teams established in the areas of induction of non-Catholic Year 7

students and the Sacraments of Initiation.

Year 10 CSYMA course expanded to two classes, 46 students.

The College Rector ran a Sacramental Program during Term 4 in the College Chapel – this lead

to four students from Years 7, 8 and 11 receiving the Sacraments of Initiation.

One staff member continuing with a Bachelor of Theology (CTC).

Four Staff members received their accreditation to teach in Catholic Schools.

Staff Retreat on the theme of Salesian Saints held at ACU with the celebration of the Eucharist

at St Patrick’s Cathedral.

Strenna theme for 2014 “Let us draw on the spiritual experience of Don Bosco in order to walk in

holiness according to our specific vocation”.

Facilitated five senior students attending weekend Salesian Students Leadership Education

Camp.

Facilitated 10 senior students attending OzBosco Youth Festival.

Facilitated four senior students attending Catholic Youth Festival in Melbourne.

Continued Year 11 Community Service Program at St Anne’s Primary School.

Continued fortnightly commitment to the sandwich making program with St Vincent DePaul Soup

Van Footscray.

Continued with a local St Vincent DePaul Conference.

Appointment of a Pastoral Associate.

VCE Religion and Society Units 1 & 2 introduced into the Year 11 Religious Education curriculum.

Faith Action Team established through the CEOM Change 2 process.

Students Leaders appointed in the areas of Liturgy and Social Justice at both the senior and junior

levels.

Value Added

Camps/Retreats

Throughout the calendar year of 2014, Years 7-12 undertook either a three day camp with a substantial

Retreat component or a full-day externally facilitated Retreat.



For the second consecutive year, Year 11, students attended a transition into Year 12 camp in November

(post-end of year exams and transition classes). The venue was Rutherford Park, Blampied. The program

was significantly reviewed and altered for 2014. As a new program, a summary of the specific aims of

the camp included a significant Retreat component and a focus on preparing for Year 12 in 2015. Themes

examined included:

To listen to and respond to each other

To engage in a positively manner with each other

To better understand oneself and his/her relationships

To build leadership capacity

To appreciate the worth of each individual and that of the whole group

To develop a sense of meaning and purpose, which expresses itself is a spirit of service and

self-giving

To proclaim the challenge of community building, commitment to others and responsible

decision making

To foster a spirit of joy and hope, based on the Good News of Jesus Christ

To encourage an attitude of optimism, resilience and a conviction that a passion for lifelong

learning and a quest for excellence is worthwhile and attainable

To allow for ongoing discussions and engagement in RE classes throughout the year

To draw upon the spirituality of the individual and the group

To see the retreat as an opportunity to reflect on the nature of their personal relationship with

God

The purpose of the Camp and Retreat program is two-fold. Whilst there is the explicit dimension of

students engaging in an examination of their relationships to significant aspects or dimensions of their

lives, including school, home and community with the direct purpose of increasing their understanding of

the innate worth of themselves and others, more fundamentally, the Camps and Retreats aim to provide

students with opportunities to express their faith and spirituality and to find the presence of Christ in a

unique setting where contemplation and reflection formed the core objective.

The retreat program provided students with the opportunities to engage with, and contribute to building a

Christian community through a focus on positive relationships in a Salesian charism and Christian context.

It seeks to allow student to gain a greater sense of self-awareness through an examination of self-esteem,

empathy and resilience, by providing opportunities to reflect on their personal journey, to acknowledge

their gifts and talents, to set goals and have clarity of focus for their schooling.

At Year 7, students attended their transition camp at either Don Bosco Camp, Safety Beach Dromana or

Koala Park Philip Island. Here the Retreat component of the camp focused primarily on the transition into

a Salesian school and the liturgical life of the college.

At Year 8, students attended Don Bosco Youth Centre in Brunswick, a new venue with new facilitators.

Conducted by ASYM (Australian Salesian Youth Mentors), the full-day Retreat focused on the theme

“Friendship with God”, allowing student to explore a wide variety of concepts and themes within this topic

whilst experiencing a highly interactive workshop.

At Year 9, students attended a five day adventure camp.

At Year 10, students attended a full day Retreat at St Anne’s Parish Centre, Sunbury facilitated by YMT

(Youth Mission Team). The focus for the day was the theme of “Self-Identity and the presence of Jesus

Christ”.



OZBOSCO

The annual OzBosco weekend was held at Dominic College, Glenorchy in April. Ten students and four

staff members attended this event, which focused on the spirituality of Don Bosco as the central theme.

Students participated in workshops, attended key note addresses, and spent time in reflection in several

prayer services as well as celebrating the Eucharist together to conclude the gathering.

Year 11 Community Service

A new initiative that was implemented as a pilot program and undertaken in late Term 2 and Term 3, had

Year 11 students actively involved in Community Service at St Anne’s Catholic Primary School, in Sunbury.

The full-day program was conducted on Wednesdays, and offered the Year 11 students the opportunity

to engage in a structured program of placed assistance in classrooms across all year levels as well as

planning and conducting lunchtime activities for the primary school students. This joint venture

coordinated between the two schools, was deemed a success and moved beyond the pilot program into

an ongoing project in 2014.

VCAL Community Service

VCAL Community Service was introduced for the first. This included supporting our local Catholic Primary

school (Our Lady of Mount Carmel) by Senior VCAL students planning and constructing a chicken run.

In conjunction with the Hume City Council the Yr 11 VCAL group were responsible for rejuvenating the

Community Garden Beds located in the shopping precinct in Sunbury. These garden beds provide fresh

produce for the local program. The students were involved one afternoon a week during terms 2 and 3.

Social Justice Activities

The profile of social justice continues to rise in the College. With the Social Justice Coordinator in her

second year in the role, a number of social justice activities were conducted throughout the college. These

included: an active Social Justice Student Action team, a Young Vinnies Conference, students attending

the Annual Kid’s View Bahay Tuluyan, Caritas leadership and Young Vinnies Conferences, the whole

school participation in activities to acknowledge Migrant and Refugee Week, several lunchtime workshops

with prominent Catholic Social Justice advocates and the annual Stand Up for Poverty Day which raised

over $3000. The college also assisted the local St Vincent De Paul Conference with their “Winter Woolies”

and “Christmas Toy” appeals and continued with its ongoing commitment to the Australian Salesian

Mission Overseas Aid Fund (ASMOAF). Young Vinnie’s students also assisted in the distribution of these

Christmas toys to needy families for two days at St Annie’s Parish Hall after school had closed for the

year. The College introduced a 7 day cultural immersion experience for Yr 11 and 12 students with the

Salesian Communities in Samoa. This included a contribution of over $3,000 to assist these communities

with their various projects. The Social Justice Team combined with the Sports Student Action Team to

conduct a “Jersey Day” to raise funds for Samoa. The Social Justice team has focused on making

connections with the local community through a strong relationship with Sunbury St Vinnies. In addition

the Young Vinnie’s team was involved with the St Vinnie’s Young Adults Melbourne Road Show Team,

the local Primary School Mini Vinnie’s and Sunbury St Vincent de Paul Society to run an activities day for

primary school aged children from the Sunbury area to give their families respite. They also conducted

fund raising activities at College events such as the Swimming and Athletics Carnivals – this money was

distributed to various charities such as St Vinnie’s Soup Van and the local fire relief fund for the CFA. Our

St Vinnie’s students also participated in the local Parish Mass to celebrate 50 years of St Vinnie’s in

Sunbury.



Learning & Teaching


Goal:

To engage students in a contemporary pedagogy that challenges them to achieve excellence

and enables them to be lifelong learners

Intended Outcomes:

That student learning outcomes will continue to improve.

That students will develop as autonomous, confident, motivated learners.

Achievements

In 2014 we implemented many changes; we moved to 4 (75 minute) period days, 3 campuses and our Year 9 alternative program commenced. We had a lot of adapting to do, as well as continue to implement previous initiatives and continue to focus on developing our students as better learners and improve our student learning outcomes. Our school improvement data showed a decrease in our Teaching Climate Aggregate Indicator from 67.7 in 2013 to 62.5 in 2014. Although disappointing, it is something we hope to improve on and partially expected with the implementation of many changes at the College. Overall, in terms of learning our parent opinion increased however our staff and student data did not. This is something that we will continue to focus on in 2015.

Victorian Certificate of Education (VCE)

The mean study score for Salesian College in 2014 was 30.2, compared to 30 in 2013. Below are the mean study scores and percentage of student scores of 40 or more over the last 4 years. This table shows that we continue to progress towards our goals as identified on our School Improvement Plan.

Year Mean Study

Score

% of 40 +

2014 30.2 5.9

2013 30 4.8

2012 29.7 3.9

2011 28.56 3.4



A summary of our ATAR results for the past 4 years has also been included.

ATAR % Summary

ATAR 2014 % 2013 % 2012 Total

% 2011 Total

%

90+ 7 6.0 7 5.5 7 5.5 5 4.2

80-89 16 13.8 17 13.3 19 14.8 16 13.4

70-79 18 15.5 25 19.5 22 17.2 22 18.5

60-69 27 23.3 26 20.3 28 21.9 24 20.2

50-59 22 19.0 22 17.2 21 16.4 16 13.4

40-49 12 10.3 23 18 17 13.3 24 20.2

30-39 9 7.8 5 3.9 5 3.9 8 6.7

20-29 4 3.4 1 .78 3 2.3 3 2.5

10-19 1 0.9 2 1.6 5 3.9 3 2.5

0-9 0 0.0 0 0 1 0.7 3 2.5

TOTAL 116 128 128 119

Seven students received an ATAR of 90 or more in 2014.

The College Dux was Chloe Stubbs with an ATAR of 98.95.

Chloe’s results were: Legal Studies 47, Psychology 47, Literature 43, Mathematical Methods 43 and

Dance 36. In Year 2014, whilst in Year 11, Chloe obtained a 42 in Religion and Society.

The highest Study Scores were achieved by Islay Pittaway with a perfect 50 in Food and Technology. Hannah Zarb and Chloe Stubbs also achieved study scores of 47 (Hannah in Art, and Chloe in Legal Studies and Psychology). Cameron Bryant was awarded the VCAL Excellence Award, a new award that was launched in 2014.

Completion rate for VCE was 99%

VET AND VCAL

VET subjects offered in 2014 were: Agriculture Sport and Recreation Furnishings Music Interactive Digital Media We had 14 Year 10 students and 50 Year 11 students who undertook a VET program in 2014.



Many of our VCAL students successfully gained an apprenticeship or future pathway throughout or at the completion of their course. Those who did not successfully gain employment, progressed into their Senior Certificate. 71% of 1st yr (intermediate) VCAL students went onto 2nd Year (senior) VCAL 12% of VCAL students are currently now in employment Completion rate for VCAL was 99% In 2014 the school saw the need to implement a Year 10 Pathway. This course was developed throughout the year, ready for implementation in 2015.



Student Learning Outcomes

In 2014, our Year 7 NAPLAN results improved in Reading, Writing and Numeracy, with each of these areas recording a 5-year high. There is scope to improve in the areas of Spelling and Grammar and Punctuation as we move forward. At Year 9, all areas of NAPLAN have decreased from 2013. We have implemented a number of initiatives which we believe will improve the standard of Numeracy and Literacy. With our revised timetable and 75 minutes periods, both Maths and English classes in Years 7-9 have been given increased time. We are also continuing to implement our Mathematics Program at Year 7 and 8 and a focus on Literacy across all levels form part of a school-wide focus to improve in these areas. We are re-appointing a Literacy Coordinator in 2015 and we also conducted a trial with BOOST Enrichment classes in 2014 and will continue this initiative in 2015 for our high achieving students on the Savio Campus. Students in Years 6-9 continue to complete regular On Demand Testing as part of their goal setting and report reflection process. It all allows better identification and support for all students at the College, with both year level approaches and individual student support. Our Learning Support department has also been expanded over the past few years to allow for greater support of students with additional needs.

We will take a more focused approach to NAPLAN in 2015, spending some time preparing them for

these tests, which we have not done in the last couple of years.

In summary, there has been a reduction in TAFE places and an increase in degree places, including

independent Tertiary College. Deferment has increased, employment/apprenticeship etc. has

marginally increased partly due to Senior VCAL students.

POST-SCHOOL DESTINATIONS

TERTIARY STUDY 68%

TAFE / VET 14%

APPRENTICESHIP / TRAINEESHIP 5%

DEFERRED 10%

EMPLOYMENT 3%



Student Wellbeing


Goal:

To continue to develop a culture at the College where wellbeing is integral to learning and

consciously connects wellbeing to student achievement

Intended Outcomes:

That each student will be provided with the best possible wellbeing support in all aspects of

College life.

That students will continue to develop into autonomous, resilient, confident and responsible

learners and leaders.

Achievements

Continued Savio Campus Student Leadership positions to reflect the current Student Action

Groups – this increases the opportunities for Student Leadership within the school.

Restructured the Student Action Teams for the beginning of 2015 in incorporate Learning, Sacred

Earth and raised the profile of the House Captains

Established positive lunch time activities through setting up of activities in various locations.

Examples being Chess at lunch time in the Lower OLC, Games in the Library.

Established Clubs within the school: Writers Workshop, Knitting, Gaming, Robotics, and Debating.

Many of these take place in the library during lunchtime. We also hold a Sandwich making group

once per week in the Food Technology Room- this is to support the Young Vinnie’s Group and

Social Justice.

Provision of venues for students to access during Term 2 & 3 to keep out of the cold and provide

safe places for students to be at lunch time.

Greater involvement of Student Wellbeing Team in the direction of Pastoral Care Program within

the College. This supports the College’s action to continue to develop and implement a Pastoral

Care Program to meet the needs of students

Community links established through offerings at the College: examples being the presentation

Parenting Adolescent Program- ‘Tuning into Teens’, Parent Information Session facilitated by

Susan McLean on the topic of “Growing Up on Line’

Continued the public recognition of celebrating student achievement: this was recognised at

Whole School Assemblies and /or House Assemblies at the end of each Term.

Student achievement acknowledged, one student per year level reflecting the values outlined in

CLEF: Community, Learning, Education and Faith.

Recognition of student talents at Whole School Assemblies- Performing Arts area

Continued the recognition of student achievement through the sending of letters home to students

who achieved excellent result in the areas of Work Habits/ Attitude/ Behaviour on end of Semester

Reports

Continued to recognition of student achievement through the Student of the Term Awards

presented by the Principal at the Whole School Assemblies



Introduced a new award for the Year 12 cohort- ‘Certantes Award’. The selection criteria for this

was directed by student voice at the Year 12 level. In addition to this the Year 12 cohort voted

on the most worthy recipient for Year 12 male and Year 12 Female.

Public recognition of celebrating of student achievement through external agencies: Long Tan

Award from the Australian Defence Force for a student in Year 10 and Year 12; Fr. James Wall

Bursary Award for a Year 10 student sponsored by the Catholic Development Fund.

Expansion of the Student Wellbeing Resource Team to include the skills and expertise of a new

Counsellor

Restructure of the Student Wellbeing Resource Team to include the following supports:

Counsellor, Youth Worker and Family Support- this allowed the College to expand the services it

offers the College Community. This team is also supported by outside agencies where required,

an example being Headspace.

Incorporated a Student Wellbeing presentations at staff Professional Learning Days: examples

of sessions on offer were(i) Modification of work for Learning Support students,(ii) An ASD

( Autism Spectrum Disorder) Friendly Classroom, (iii) Behaviour Management Process in the

classroom

Homeroom Leader Professional Learning incorporated into the Professional Learning Days-

‘Emotional Intelligence’

Continued to work on ways to enhance feedback regarding student progress. Informed

conversations supported by data held twice a Year in Years 7-10 with Home group Leaders

interview mid-year, and the Goal Setting Interviews at the end of the year.

Management of non-attendance The College records all attendance on DAYMAP for Homeroom and each period of the day. Reminders

are sent to staff regarding the importance of maintaining correct records. The Attendance Officer sends

out an SMS message to the designated parent/guardian, when the daughter/son is absent from

Homeroom and the reason is marked as ‘unknown’. Parents are expected to respond to the SMS via text

or a phone call. A daily report is then generated and it is given to each Homeroom Leader to seek

clarification of any ‘un explained’ absence the following day. Daily reports are returned to the Attendance

Officer.

Value Added

Student leadership opportunities including Student Action Groups

Peer Support Program - Year 10 Peer Support Leaders

Workshops to support our Year 11 & 12 Cohort through Elevate, Michael Carr-Gregg

VCEase Lunchtime session

Youth Space Room: open every lunch time to all students.

Social Skills Program trailed for students with ASD at lunch time

Held two sessions throughout the Year for all new Year 8-12 students to the College

Various programmes on offer to Year 12 students through RE to support education in Stress Management: Mediation

Music groups: Chamber Choir, Pop Choir, Symphonic Band, Jazz Ensemble



Annual Musical Production (including student generated logo, choreography, costumes, backstage, assistance to directors)

Overseas Study Tours and Student Exchange programs

Opportunities for exposure of student Media work in College Publications

Year 12 Yearbook Committee and final production of a Year 12 Yearbook

Camps and trips conducted at various year levels, especially Year 7, 9 & 12 Camps/Retreats, Year 10 Kakadu trip, Year 10, 11 & 12 Outdoor Education trips.

Years 7 & 8 Dance and Drama professional performance incursions.

Music, Arts, Dance and Drama special performance day (MADD Day)

Feast Day Activities: Swimming, Athletics and end of Year Activity Day of Years 7-9

Formal occasions - Year 11 Presentation Ball and Year 12 Graduation Mass and Dinner celebrations.

Chess, Debating ,Book Clubs, Writers Workshop, Robotics

Introduction of the Certantes Award at Year 12

Introduction of Year 12 Breakfast: one per month

Duke of Edinburgh Award

Rupertswood Sports Clubs – Football, Basketball, Netball and Cricket

Student Satisfaction

According to the 2014 Insight SRC data it is the perception of students that:

Students feel very safe at school

Connectedness to peers in very high

Student motivation is high

Learning Confidence is high

Our Student retention rate of those from Year 9 retained to Year 12 is 74.59%.



Leadership & Management


Goal:

To develop a vibrant, empowering professional culture based on collaboration, openness and

trust that aims to ensure “engagement and excellence” for all students and staff.

Intended Outcomes:

That effective teams will engender capacity, creativity, responsibility and accountability in their members

That a vibrant pedagogical culture where staff continuously reflect on their practice and look to improve their performance will be fostered

Achievements

New role descriptions written for senior leaders, with an emphasis on key accountabilities

Peer Coaching skills provided for key leaders within the College.

Successful introduction of middle-tier Campus Directors [with mentoring support] to create

improved lines of communication and management.

Continuation of School Improvement Team approach to reviewing SIF data and developing action

plans using a Change2 approach

Introduction of Group 8 student feedback surveys for all teaching staff

Introduction of StaffPD program to align ARMs with goal-setting and professional development;

all teaching staff interviewed by Principal as part of this process

Ongoing focus on staff health and wellbeing through the work of the SIT; improvement to staff

facilities overseen by SIT.

Expenditure and Teacher Participation in Professional Learning

Professional Learning

The professional development of staff at Salesian College is a priority and in 2014 there were a number

of activities that engaged staff in a range of skills and knowledge that ultimately benefits the student

body.

In February all staff were involved in a professional learning day on performance and coaching

presented by Group 8. During the year staff had two opportunities (Term 2 and 4) to have a cohort of

students evaluate their classes. This was an excellent way for staff to learn about areas of improvement

and also acknowledge the great job they are doing.

In July, the College had seconded Professor Guy Claxton from the UK. Professor Claxton believes in

helping young people to become better learners and productive global citizens. He maintains that

students need to develop learning “muscles” which will help them face difficulty and uncertainty, calmly,



confidently and creatively. Professor Claxton worked with staff at Salesian to have a better

understanding of how these muscles can be built in every classroom regardless of the subject area.

After our visit from Guy Claxton the School Improvement Team decided to create a Learning Action

Team to focus on how we move forward with learning at the College. This team went through the

Change 2 process to create a shared vision and action plan for Learning at the College. The key actions

that came out of this process to be implemented in 2015 were;

A new meeting structure for whole staff meetings.

To develop classroom teacher agreed behaviour.

To implement coaches to assist teaching staff to implement these agreed behaviours in every

classroom.

A continued and stronger focus on Building Learning Power.

Throughout the year, teachers also participated in a professional learning team (PLT) that was

underpinned by the College’s CLEF. That is, small groups of around 4 staff working together on a

project that was of interest to them and further enhanced the sense of community, learning,

engagement and Faith in a variety of forums. Some of the projects included:

Mental Health First Aid

Personalised Approach to Feedback

Formative Assessment through Self Awareness

Differentiation for Year 7

Year 8 Contemporary Learning Project

Providing opportunity for students to undertake the Sacraments of Initiation

Staff followed a model of Dialogue, Research, Planning, Action, Evidence and Reflection. Each group

met fortnightly and also showcased their project at regular intervals throughout the year for peer review

and feedback. As a result, some of the findings from the PLTs will be implemented across the College in

2015.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2014

Asthma Management Training

First Aid & Anaphylaxis Training

Certificate IV in Training and Assessment

Salesian Immersion program

Daymap training

CONSTA, MAV, Comview, Drama Vic, VATE, JLTAV conferences

Australian Curriculum planning

Women in leadership conference

Emerging Leaders program

Applied Learning conference

Positive Psychology conference

iPads in Education

Welfare Leaders conference

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 140

AVERAGE EXPENDITURE PER TEACHER FOR PL $476.52



Teacher Satisfaction

The 2013-14 School Improvement Survey data for staff [Organisational Climate and Teaching Climate]

declined back to the level achieved in the 2012-13 survey [see below]

On reflection, this can be attributed to the many changes introduced into the College during 2014.

Specifically:

New 75min lessons, requiring changes to pedagogical practice

New positions introduced into the leadership structure

New campus structure, with implied changes to wellbeing practices

The School Improvement Team is confident that these changes will be well-embedded into College practice for the 2014-15 survey, with corresponding improvements in organizational climate.



College Community


Goal:

To foster active partnerships between the College and the wider community.

Intended Outcomes:

That parent, student, staff and alumni connectedness with the college will improve.

That the participation and involvement with the parent and wider community continue to grow to

benefit student learning outcomes

Achievements

Large increase in Parent Satisfaction Index [3.4% increase on 2013 level]

Further strengthening of partnership between Sunbury Parish Primary Schools and Salesian

College through the development of a shared Vision for P-12 Education [using a Change2

approach]

Improved networking between primary feeder schools and the College [ie. sharing resources,

teacher PD, etc]

Improved use of online sharing of information using DayMap

Continuation of CEOM Transition Project to monitor transition of students from primary to

secondary

Further strengthening of parent forums through the College Twilight School Program

Introduction of Working Bees at Year 9 to encourage more parental involvement

Ongoing commitment to Rupertswood Sports Association

Ongoing commitment to Hall of Fame and further strengthening of College Alumni

Value Added

Strong Parents & Friends Association

Alumni Facebook Page

Visits by Principal to all Catholic Feeder Schools and other primary schools [by invitation]

Twilight School programs on Cyber Safety, ASD, being a ‘Good Man’, etc

Information Evenings at most year levels

House Family Evening for new families to the College

Parent Satisfaction

According to the 2014 Insight SRC data it is the perception of parents that:

Their children get on well with their peers and other students at the school

The education programs and subjects at the school are suitable for their children

Students are developing good social skills

The school is always striving to improve

Students are well prepared for the next stage in their education

Academic standards provide adequate challenges for students

Are comfortable about approaching the school about any concerns

Overall, they are satisfied with the education students receive from the school.



Other key indicators of parent satisfaction include:

Feedback from parents regarding Year 6-7 Transition has been positive.

Feedback regarding Parent Teacher Interviews & Goal-Setting expectations has been very

positive and the numbers in attendance at these events has increased significantly.

Parents comment that they see the greater use of email and SMS as an effective form of

communication.

Parents still very positive about the use of Ipads in Year 9-12 in 2014.

There is a more effective communication between our college and our local Catholic primary

school. The feedback in this regard has been very positive.

Large numbers attending Open Day/Evening, as well as monthly tours. Feedback regarding

these events from students, parents and staff all very positive.

The feedback from parents regarding major events such as Year 11 Presentation Ball, Year 12

Graduation Mass & Dinner, the School Production and the Annual Presentation Night were all

very positive.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 6,325,329

Other fee income 450,987

Private income 783,018

State government recurrent grants 2,351,260

Australian government recurrent grants 8,852,132

Total recurrent income 18,762,726

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 10,838,435

Non salary expenses 6,531,202

Total recurrent expenditure 17,369,637

Capital income and expenditure Tuition

Government capital grants 0

Capital fees and levies 134,400

Other capital income 2,509,100

Total capital income 2,643,500

Total capital expenditure 3,454,646

Loans (includes refundable enrolment deposits and recurrent, capital and

bridging loans)

Total opening balance 5,010,796

Total closing balance 7,017,671

Note that the information provided above does not include the following items:

System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported

borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not

comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA

school level reporting requirements will require system level income from Government grants and some private income to be allocated

by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from

Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing

the private income of the school include both recurrent and capital school fees.



VRQA Compliance Data

E1125

Salesian College, Sunbury

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2012

%

2013

%

2012–2013

Changes

%

2014

%

2013–2014

Changes

%

YR 07 Reading 97.7 98.7 1.0 99.5 0.8

YR 07 Writing 96.0 98.7 2.7 98.1 -0.6

YR 07 Spelling 96.0 97.3 1.3 97.6 0.3

YR 07 Grammar & Punctuation 98.3 95.1 -3.2 96.2 1.1

YR 07 Numeracy 98.2 100.0 1.8 100.0 0.0

YR 09 Reading 98.7 99.0 0.3 94.9 -4.1

YR 09 Writing 92.6 95.4 2.8 90.5 -4.9

YR 09 Spelling 95.7 97.9 2.2 93.9 -4.0

YR 09 Grammar & Punctuation 98.1 96.9 -1.2 95.5 -1.4

YR 09 Numeracy 99.4 96.9 -2.5 99.4 2.5



YEARS 9–12 STUDENT RETENTION RATE

Years 9–12 Student Retention Rate 74.59%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Overall average attendance

Year 7

Year 8

Year 9

Year 10

95.72%

94.82 %

94.26%

93.75%

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 88.27%

STAFF RETENTION RATE

Staff Retention Rate 86.05%

TEACHER QUALIFICATIONS

Doctorate 1.12%

Masters 22.47%

Graduate 42.70%

Certificate Graduate 4.49%

Degree Bachelor 88.76%

Diploma Advanced 17.98%

No Qualifications Listed 2.25%



STAFF COMPOSITION

Principal Class 5

Teaching Staff (Head Count)

115

FTE Teaching Staff

129.470

Non-Teaching Staff (Head Count)

55

FTE Non-Teaching Staff

52.065

Indigenous Teaching Staff

0

MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Reading 582.80

Year 9 Writing 558.00

Year 9 Spelling 580.80

Year 9 Grammar & Punctuation 580.70

Year 9 Numeracy 577.60

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